The ArtsEnglish
Arts Sequence English
The ArtsLearning Experiences
Arts Sequence English
- Acknowledgement of Country (Aboriginal) (5 mins)
- Locate Italy on a globe discuss prior knowledge (5 mins)
- Locate Murri people from Northern Queensland and discuss region and people. (5 mins)
- Make a pizza in groups (15 mins) (hook)
- Complete anticipation guide in groups (5 mins)
- Class reading of Shake a Leg and discussion of anticipation guide (20 mins).
- Eat the Pizza’s when ready and complete anticipation guide (after section).
- Students fill in reflection Journals – 2 questions they have, 3 things they learned, and 2 things they want to know more about. (on computer or journals)
How will children work?
Students will work in groups for all activities in lesson 1 and share resources.
How many Lessons?
1 x 60-minute lesson
- Constructivist Learning Approach.
- Think Aloud Protocols – model the strategy for anticipation guide showing learns thought processes when answering questions. Think aloud- is a cognitive strategy that verbalises the teachers thought process to promote understanding and facilitation of knowledge (Schunk 2004).
- Co-operative learning – enhances social learning by building student relationships and beneficial interaction to increase academic outcomes (Blumenfeld et al. 1996).
- Questioning can prompt students thinking processes and provides teachers with feedback on students understanding and comprehension of learning. Teachers can use this information to provide instructional strategies to meet student’s individual learning needs (Australian Institute of Teaching and School Leadership (AITSL) 2019).
- Read Aloud Strategy – According to McCormick (1977), reading aloud is significantly important for building knowledge and skills for successful reading. Reading aloud to children increases skills in verbal and listening skills and assists in building language development (Barrentine 1996).
ILO’s
- Student will be able to share ideas and responses and express a point of view about a literacy experience.
The ArtsPedagogical approaches and teaching strategies
Arts Sequence English
The ArtsQuestions and Provocations
Arts Sequence English
- ·Anticipation guide task provides questions to prompt discussion and learning (Duffelmeyer 1994, p. 452). Ie We can learn many things from our elders? Agree/ Disagree (Before and after reading text responses).
- Where is Italy located on the map?
- What is Italy famous for? (history and culture questioning)
- What do you know about Aboriginal culture and people?
- What do you know about North Queensland and where is it on the map?
- Students will work in groups to work collaboratively on tasks to allow all students to participate and to promote inclusive learning.
- Students can fill out journals on a computer or in their paper journals to cater for any special need’s audio/visual student requirements.
- Teacher strategies employed like read-aloud assist all learners understanding of concepts as an inclusive strategy.
- Option to complete Anticipation guide orally. Statements can be modified for individual learners with differentiation needs.
- Can be completed orally instead of written or on computer, columns can be colour coded to show different between before and after. Simple sentences can be used to focus on content rather than trying to work out the sentence means.
- Personalised Learning Plan – Goal Setting for individual learner.
- Explicit Teaching – Teacher demonstrates by modelling the task (Luke 2014).
The ArtsDifferentiation Strategies
Arts Sequence English
The ArtsAssessment and Evaluation strategies
Arts Sequence English
- Observation (Formative) ·
- Anticipation Guide (Formative & Diagnostic)
- Journal reflection (Formative / Evaluation) – used to evaluate understanding, develop instructional strategies and for planning.
- Feedback: Is provided timely and ongoing by the teacher to guide and inform learning both verbally and in journals (Formative). Providing quality feedback can involve answering four questions, ‘what can the student do? What can’t the student do? How does the student’s work compare with others? How can the student do better?’ (Dinham 2016). Effective feedback can be achieved through demonstrating to students’ what teachers are looking for. ·
- Questioning: Is a central strategy to discover what students already know, identifying gaps in learning and scaffolding understanding to allow bridging of gaps between knowledge and learning goals (Sullivan 2003, p. 2)
- Shake a Leg Picture Book
- Pencils,
- English Workbook
- Activity Sheet – Anticipation Guide,
- Activity Sheet – How to make a Pizza.
- Oven – Cooking Pans etc
- Pizza ingredients
- Computers or Notebooks
These resources will be used as tools to build engagement and motivation in the class and lesson. Creating a pizza provides engagement and motivation and is a hook activity.
The ArtsResources
Arts Sequence English
